Presented by:
Christel Hockensmith
Roger Lacy
Kentucky Department of Education/Division of Learning Services
November 23, 2010
Desired Session Outcomes:
 Understand the IDEA requirements for LRE
 Recognize appropriate ways to document LRE
considerations
 Apply knowledge gained from this training to
future placement decisions
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IDEA in the 1970s
 Disco was “where it’s at”
 Gerald Ford was President of the USA
 Gasoline was 59 cents a gallon
 “Blackberry” was a fruit used in cobblers and jam
 Ford had a better IDEA
 PL-94-142 was a brand new Law
 The law assumed that most students with disabilities were
educated in segregated settings
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st
IDEA in the 21 Century
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st
IDEA in the 21 Century
 Instant worldwide communication
 Social Media like Facebook or Twitter
 Your rock n’ roll is now on your iPod and not on an 8-Track tape
 IDEA assumes children with disabilities are served primarily in
general education settings
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What does the law say about LRE?
An LEA (district) shall ensure that to the maximum extent
appropriate, children with disabilities, including children
placed by the LEA in public or private institutions or other care
facilities, are educated with children who are nondisabled.
The LEA shall ensure that special classes, separate schooling,
or other removal of children with disabilities from the regular
educational environment occurs only if education in the
regular education environment with the use of supplementary
aids and services cannot be satisfactorily achieved due to the
nature or severity of the disability.
707 KAR 1:350 Section 1
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What does the law say about LRE?
 An LEA shall ensure that a continuum of alternative placements is
available to meet the needs of children with disabilities for special
education and related services
 The continuum shall include the alternative placements of:
 Instruction in regular classes
 Special classes
 Special schools
 Home instruction
 Instruction in hospitals and institutions
707 KAR 1:350 Section 1 (2) (3)
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Services
What does the law say about LRE?
 The LEA shall make provision for supplementary services to be
provided in conjunction with regular class placement.
 In determining the educational placement of a child with a
disability, the LEA shall ensure that the placement decision is made
by the ARC in conformity with the least restrictive environment
provisions.
 A child’s placement shall be:
 Determined at least annually
 Based on the child’s IEP
 As close as possible to the child’s home
707 KAR 1:350 Section 1 (4) (5) (6)
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What does the law say about LRE?
An IEP shall contain an explanation of the extent, if any, to which
the child will NOT participate in nondisabled children in
regular classrooms
707 KAR 1:320 Section 5 (9)
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What does the law say about LRE?
 Unless the IEP of a child with a disability requires some other
arrangement, the child shall be educated in the school that he
would attend if nondisabled
 In selecting the least restrictive environment, consideration shall
be given to any potential harmful effects on the child or on the
quality of services he needs
 A child with a disability shall not be removed from education in age
appropriate regular classrooms solely because of needed
modifications in the general curriculum
707 KAR 1:350 Section 1 (7) (8) (9)
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Annual Performance Report (APR)/KCMP
Indicator 5 Measurable Targets
5 A- Increase the percentage of students served inside the
regular class 80% or more of the day from 64.5 percent to 65
percent.
5 B- Decrease the percentage of students served inside the
regular class less than 40% of the day from 11.1% to 11.0%.
5 C- Decrease the percentage of students receiving their special
education services in public and private residential day
schools by .05 percent.
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How do we document LRE?
Rejecting General Education Setting
Better Example
Problem statement
• Not restrictive enough
• Is not the LRE
• John needs small group
instruction in order to be
successful.
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• Even with supplementary
aids and services, John
cannot be successful in a
full time general education
setting due to his need for
intensive direct instruction
and need for frequent
repetition of content.
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Learning Services
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How do we document LRE?
Rejecting General Education Setting
Problem statement
• Eileen needs a
resource setting for
speech services.
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Kentucky Department of Education
Division of Learning Services
Better Example
• Eileen needs to be in
a quiet setting that’s
free from distractions
for articulation
therapy.
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How do we document LRE?
Rejecting General Education Setting
Problem statement
• Steve cannot be successful
in the regular classroom
because of his behavior.
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Kentucky Department of Education
Division of Learning Services
Better Example
• Even with the use of an
appropriate BIP and other
supports, Steve still
exhibits volatile behaviors
that are a constant
disruption to the
classroom environment.
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How do we document LRE?
Accepting General Education Setting
Acceptable Statement
• Kiah’s IEP can be successfully
implemented in the general
education setting.
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How do we document LRE?
Rejecting Resource Room Setting
Problem statement
• Not restrictive enough.
• Larry cannot be
successful in the
resource room.
• Larry needs to be in a
self-contained class.
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Division of Learning Services
Better Example
• Larry’s documented
behavior concerns
have escalated to the
point that he is a
danger to himself and
others.
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How do we document LRE?
Accepting Resource Setting
Acceptable Statement
• The resource room provides the
necessary structure and fewer
distractions that will allow Elizabetha
to be successful in meeting her IEP
goals.
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How do we document LRE?
Accepting Self-Contained Setting
Acceptable Statement
• Based on the needs documented
above, Kareem can be most
successful in a self-contained
classroom setting.
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Resources:
Kentucky Department of Education (KDE)/Division of Learning
Services (DLS)
Annotated IEP and Conference Summary
Special Education Cooperatives
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Contact Information
[email protected]
[email protected]
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